Name: Grade: Date: Lesson Name: PA Academic Standard: Lesson Objective:

Kristen Jackson 9th World History 4/16/13 Transatlantic Slave Trade Be sure to include state standards! Students will be able to define slavery and explain the basics behind the Transatlantic Slave Trade. How do your objectives differ from enduring understandings? Do now: what does the word slave mean? We will write down definitions on the board of what slave means. We will work toward eliciting the responses and discussing the below points: Slaves are not paid or rewarded for their work. Slaves are not free to travel or work for themselves without permission from their owners. Slaves obey orders or risk severe physical punishment. In Europe and the Americas from about 1500 to the late 1800s, slavery was race based. Enslavement of Africans and people of African descent became the rule. In the United States in 1863, the Emancipation Proclamation freed a large number of slaves in Confederate states, but slavery was not officially ended until 1865 with the ratification of the Thirteenth Amendment to the U.S. Constitution. Then we will ask students what the slave trade was. We will try to answer the following questions on the board: Where did enslaved people come from? Where were they taken? Who was involved in the slave trade? It might be useful to distinguish between a slave and an enslaved person so that your students can see that language matters in terms of slavery as an action forced upon human beings. How will you introduce this activity? Why does this work matter? In groups, students will work on the map activity and answer the questions about where the slaves came from and then we will come back and assess how accurate we were in our brainstorm. Students will complete a brief math activity. They will be given 5 minutes to write down all of the friends, family, neighbors, etc. They cannot repeat names and they have to keep writing for 5 minutes. At the end of 5 minutes, we will add up the total # of names in the class and divide it by 12 million. Then we will divide this by 365. This will represent the amount of time in years it would take to write down 12 million names. Students will, in groups, read the brief overview of the transatlantic slave trade and write a summary of what they read. We will then discuss what it would be like if, every day for centuries, people were being pulled out of their lives and communities to

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be enslaved. I will ask them to consider the impact on those who remained behind, the kinds of holes in the fabric of their lives that would be created if every person on even one day's list was torn from their lives forever This is a powerful, tangible way to appreciate the impact of numbers. How can you pull students actively in to this activity? Do you know of any songs that are used as protest songs? What are they? What about songs with double meanings? Songs that were sang on the plantation often had double meanings, and slaves sang them to send messages. What do you think some of these messages were? Slaves were banned from drumming in the fields, but they would sing songs. However, many songs carried secret messages of rebellion with words such as train referring to a train of people who would hide enslaved Africans as they made their way to freedom from the South to the North of America. The song Steal Away includes the lyrics My Lord, he calls me, he calls me by the thunder; the word thunder would be replaced with times and places for escape. Students will, in groups, read the song lyrics and write what they believe the secret message was in that song below it. We will then discuss. Students will, in groups or alone, complete a mini-project on the transatlantic slave trade. Students will read the adaptation of Olaudah Equianos slave narrative. They will then write their own slave narrative answering what it felt like to be a slave on an American plantation. An excellent project idea. I wonder if you might also allow them to write from another perspective, such as a slave ship captain, in an effort to balance out the deficit model and other dimensions.

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